Evaluative Thinking
Evidence Sets
- Student wellbeing
- Learning design and innovation
- Leading and learning
(professional orientation)
- Rich learning environments
- Digital culture
- Bilingual
- EAL/D
- Community engagement
- Governance, management, finance
- Business compliance
Strategic Plan Organisation
School Culture
Whole-of-school-focus
Change the role or relationship of the student in the instructional process.
Increase the level of knowledge and skill that the teacher brings to the instructional process.
Increase the level and complexity of content that the students are asked to learn.
How did we go?
How do we know?
How can we improve?
Evaluative Thinking
SEF 2 Evaluative Thinking
EVALUATIVE THINKING/
KNOW THY IMPACT
The Teaching and Learning Toolkit
- Support evidence-informed decision-making
- Guidance for principals, teachers and schools on how to use their resources to improve educational outcomes for their students
- Introduction to educational research.
SCHOOL PLAN
Strategic Direction 1
Student wellbeing and engaged learning.
- Positive Behaviour for Learning
Strategic Direction 2
Respect, Responsibility, Personal Best
Quality teaching and learning.
Strategic Direction 3
Feedback
K-2
3-6
Leading a culture of collaboration, high expectations and innovative systems.
DATA FOR LEARNING
The Instructional Core
Differentiate Instruction
Observable behaviours= Success Criteria
This is how we do things...
- Learning communities
- Formative assessment (LISC)
- Summative assessments
- Feedback
- Progressions
- LST/Challenge
- TEN
MFPS
School Culture
STUDENT
Change the role or relationship of the student in the instructional process.
Progressions
Infuse Digital Technologies
2019-Collective Efficacy
Data for learning-Identify low/no growth students
Strategic Direction 0.1
Formative/Summative Assessment Progressions
Digital Culture
Visible Learning
Learning Intentions
Success Criteria
Descriptive Feedback
Provide an engaging environment, which is conducive to the fundamental use of technology to support authentic learning. To enrich student, parent and staff communication for enhanced student outcomes,supporting future focused learning.
Self and Peer Assessment
Goal Setting
I am a digital age learner
Students can develop cognitive thinking about their work in relation to LISC.
Peer and self reflect
IMPROVED STUDENT ACHIEVEMENT
https://web.seesaw.me/
TEACHER
Improving the knowledge and skill that the teacher brings to the instructional process.
CONTENT
Increase the level & complexity of the content that the students are asked to learn.
Strategic Direction 1
If students are challenged, engaged and empowered through deeper instruction, then they can fulfill their highest aspirations as confident, creative, resilient and caring individuals.
THEORIES OF ACTION
Learning Pods
Collective Teacher Inquiry
K-2
3-6
Strategic Direction 2
A narrative of action and impact
Learning Walks
If teachers collaboratively engage in content/pedagogy/assessment- focused, sustained learning with time for them to apply and reflect, then they will be more responsive to the needs of their students.
Classroom Walkthroughs
COLLECTIVE TEACHER INQUIRY AND COLLABORATION
1) What are you learning?
2) How are you doing?
3) How do you know?
4) Where do you go for help?
5) How can you improve?
iTunes U
- Visible learning
- Staff online discussions
- Filming and sharing lessons
- Technology tips to move students learning forward
A community of learners
Videos of Practice
What does a VISIBLE LEARNING school look like?
In a visible learning school, teachers and students have control over their learning.
- Students can verbalise what they are learning.
- Teachers discussing learning intentions and success criteria.
- Students reflect on their learning understanding; where to next.
What do we at MFPS do well?
Strategic Direction 3
Problem of Practice
Teachers discuss learning, allowing students to take ownership of their learning.
Is learning being made visible to students and teachers?
Where to next?
We need a shared understanding of what learning intentions and success criteria look like for each stage.
We need a shared meta-language around learning intentions and success criteria.
Theory of Action
- Personalised learning
- Student engaged assessment
- Effective feedback
If learning is visible to students then they will understand what they are learning and how to be successful.
- Learning Pods
- Learning Walks
- A community of learners
- Peer Observation
- Instructional Rounds
Instructional Rounds
If we develop a school based climate and culture that fosters a sense of community amongst teachers, students and families, then our understanding of students' needs will deepen, leading to improved levels of support and learning.
http://hepg.org/hep-home/books/instructional-rounds-in-education
What works best
Observation
Peer Observation
PDP Teacher Observation
Evidence-based practices to help improve NSW student performance
High Expectations
Collaboration
Effective collaboration is key to sharing successful and innovative teaching practices across the teaching profession.
A whole school approach is necessary.
What works to improve student performance; teachers holding high expectations for all students. Higher student performance occurs where teachers set high expectations for the classroom and students work.
Performance Development Plan
DOE- PDP Process
Performance Development Plan
Explicit Teaching
Use of data to inform practice
Explicit teaching recognises that learning is a cumulative and systemic process, starting with building strong foundations in core skills in literacy and numeracy.
Professional Learning Calendar
Effective analysis of student data helps teachers identify areas which students' learning needs may require additional attention, development or enrichment.
Formative/ Summative Assessment.
The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates if they understand what they have been told by checking for understanding, and retelling them what they have been told by tying it all together with closure.
Effective Feedback
Feedback is one of the most powerful influences on student achievement. Feedback that focuses on improving tasks, processes and student self-regulation usually has a positive effect.
Stage Overviews
LEARNING DESIGN
In conceptual learning, students engage in quality learning experiences based around key concepts and central idea. Students learn through authentic tasks that are connected to real world contexts, enabling them to draw upon their knowledge skills and values to think creatively and critically.
Our conceptual framework is used to guide the collaborative planning and development of integrated units of work in the areas of History, Geography and Science. Literacy forms a critical aspect of these units of work and is highly embedded into all conceptual learning programs.
Explicit teaching -
Targeting Early Numeracy (TEN)
Student cognitive, social and emotional engagement through:
Rich, deep, connected learning
6 C's
- Character
- Citizenship
- Critical and Creative thinking
- Communication
- Collaboration